Examining the Impact of Organizational Justice and Identity on Teaching Effectiveness in Guangzhou’s Vocational-Technical High Schools
DOI:
https://doi.org/10.53797/ujssh.v4i1.12.2025Keywords:
Organizational justice, organizational identity, teaching effectiveness, vocational-technical high schools, Guangzhou cityAbstract
In the context of Guangzhou, China, vocational-technical high schools play a crucial role in meeting the demand for skilled labor, essential for the region’s industrial growth. Teaching effectiveness in these schools, however, can be influenced by organizational factors such as perceived fairness (organizational justice) and teachers’ sense of belonging (organizational identity). This study aims to investigate the influence of organizational justice and organizational identity on teaching effectiveness within vocational-technical high schools in Guangzhou. Using a quantitative research approach, data was collected from a random sample of 380 teachers and analyzed through Structural Equation Modeling (SEM) to explore the direct and indirect relationships among the variables. The findings reveal that organizational justice has a significant direct impact on teaching effectiveness and also indirectly enhances teaching effectiveness through its positive influence on organizational identity. The results underscore that both fairness and a strong organizational identity are essential for creating an environment that supports effective teaching. This research contributes to the understanding of how organizational factors impact teaching quality in vocational education, offering insights for school administrators to develop strategies that promote both teacher satisfaction and improved student outcomes.
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